masterThesis
Trilhas da inclusão escolar percorridas por uma aluna com paralisia cerebral na EJA: concepções e práticas
Fecha
2011-07-04Registro en:
VARELLA, Maria da Conceição Bezerra. Trilhas da inclusão escolar percorridas por uma aluna com paralisia cerebral na EJA: concepções e práticas. 2011. 230 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011.
Autor
Varella, Maria da Conceição Bezerra
Resumen
On this qualitative study, it has been discussed the school inclusion paths
done by a student with cerebral palsy, who we call Liz, and who was also the
reference and indirect subject for this study. For the representation of landscapes
found, it follows throughout historical, political and pedagogical paths, getting through
the case study method references on the current Brazilian educational context,
analyzing, which concepts are attributed to the inclusion and which practices
are developed by educational managers and teachers in a regular school of the City
of Natal/RN. The theory which based this research is supported on Vygotsky's central
ideas (1991, 1997, 2004) and his followers. Furthermore, it was essential to bring to
this investigative journey a literature which could dialogue with the most relevant
aspects of the cultural-historical approach, emphasizing the assumptions of a
progressive education tendency, which promotes the subject involvement of his/her
work in the world and for the world. This way, it was necessary to seek for theoretical
support on assistive technology and on alternative communication, in order to show
the importance of establishing other communications, which is, to break away from
the conventional pattern established by the school. On this journey it was used
procedures for the data construction, such as: observation, conducting semistructured
interviews and questionnaires; and document analysis that supported and
legitimized the inclusion, besides the permanent field diaries record. On the access
paths to this landscape it entered in the Youth and Adults Education (Educação de
Jovens e Adultos - EJA), seeking to establish a dialogue among Youth and Adult
Education and Special Education. It was verified that, still, there are large gaps in
these policies articulation. Among the results obtained it was raised discussions on
new scenery, in which Youth and Adults Education (EJA) emerges as
prominent mode of the established relationships throughout the school inclusion
process. There were target reflections on: the planning and evaluation systematic,
the pedagogical articulation among the Youth and Adults Education (EJA) teachers
and the multifunctional resource room teacher's actions and the continuous training
importance of the educators involved. It was considered, therefore, that the
necessary mediations for school inclusion may be sustained if the walkers are
involved in a permanent contact with the nature of a proposal from the Special
Education inclusive perspective